Sustaining Strategic Transitions in Higher Education

Autor/in	Ward, David
Titel	Sustaining Strategic Transitions in Higher Education
Quelle	In: EDUCAUSE Review, 48 (2013) 4, S.12-14 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-6619
Schlagwörter	Stellungnahme; Higher Education; Sustainability; Strategic Planning; Educational Change; Public Policy; Change Strategies; Educational Development; Educational Innovation; Influence of Technology; Politics of Education; Educational Policy; Opinions; Foundations of Education; Access to Education; Educational Finance; Outcomes of Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Strategy; Planning; Strategie; Planung; Bildungsreform; Öffentliche Ordnung; Lösungsstrategie; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Educational policy; Bildungspolitik; Politics of education; Lehrmeinung; Grundlagenausbildung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; Lernleistung; Schulerfolg
Abstract	David Ward, Interim Chancellor at the University of Wisconsin-Madison from 2011 to 2013, and Chancellor from 1993 to 2000, describes the changes coming to higher education. He reports that the second half of the twentieth century was a time of great creativity in the kinds of public policies that were put into place for higher education in the United States after the end of World War II. These policies opened up access to education and research funding, and gave U.S. colleges and universities an enormous competitive and comparative advantage for at least fifty years. Those underpinnings, however, are shifting in this new century as he states: "The pendulum has fallen off its pin and is stuck in the mud. We must find ways to stimulate and scale change across institutions--as well as to sustain those changes--if we are to create models that can serve the expanding needs of our learners." There are a number of ways this can be accomplished, and all of them require a commitment to thinking differently about how education is delivered to the students. First, there is a need to recognize that some of the irreversible changes over the past two decades are related to assumptions about revenue, capacity, access, quality, and delivery of learning experiences; next, ways must be defined that can respond to these irreversible changes. Incorporating various innovative strategies, leadership styles, new policies, and student pathways to learning can allow stimulation and a broader array of learning experiences, and identifying the key roles for IT professionals in the future of higher education is essential. Responding strategically to these changes is critical, and decisions at this point will shape a new world of learning. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10